A "Collective Effort to Make Yourself Feel Better": The Group Process in Mindfulness-Based Interventions.

There is growing interest in mindfulness-based interventions (MBIs) in the management of multiple physical and mental health issues. Although MBIs utilize a group format, research on how this format impacts teaching and learning mindfulness is lacking. This study aimed to develop a detailed theory of MBI group processes utilizing a grounded theory methodology. This article presents our subsequent model, developed from semistructured interviews conducted with MBI students, teachers, and trainers ( N = 12). A core category, the group as a vessel on a shared journey, and three higher-order categories emerged from the data. They illustrate how MBI group processes navigate a characteristic path. Teachers build and steer the group "vessel" in a way that fosters a specific culture and sense of safety. The group is facilitated to share communal experiences that augment learning and enrich mindfulness practice. Limitations and implications for clinicians and researchers are discussed.

Clinical psychologists' experiences of personal significant distress.

OBJECTIVES: This research aimed to expand the existing knowledge based on the effect of professional practise by providing qualitative data on the experience of distress among clinical psychologists working in Britain. Design. Interview data were analysed using interpretive phenomenological analysis (IPA) - a systematic procedure designed to explore lived experiences which enables interpretations of meaning, cognition, affect, and action. IPA specifically enabled an interpretation of the sense participants made of personal distress as psychologists. METHOD: Eleven chartered clinical psychologists (nine females, two males) participated in individual semi-structured interviews about their experiences of distress. Interviews lasted approximately 90 min and were either face-to-face or over the telephone. RESULTS: Analysis of interview transcripts identified 18 sub-themes organized into five master themes: (1) manifestation of distress, (2) making sense of personal distress, (3) role and affects of others, (4) experiences of help/support, and (5) using experiences of distress. CONCLUSIONS: Distress manifested in various ways including clinical work and attitudes towards work. Personal attributions and meaning of distress mediated how this experience was conceptualized, perceptions/interactions with others, and subsequent help seeking behaviours. Experiences were positively translated into personal/professional behaviours. Implications were considered. PRACTITIONER POINTS: The paper presents research relevant to UK clinical psychologists and to trainers and employers of this group. The data presented provides a useful insight into the perception of a sample of clinical psychologists regarding what it means to be a 'good psychologist' and the potential impact on their experience of personal distress and on help seeking behaviour. The findings have potential relevance for individual psychologists, trainers, and managers of this group in considering how distress might be experienced and dealt with and could suggest specific questions for future research. It is an example of an IPA study.

Exploring the personal and professional impact of reflective practice groups: a survey of 18 cohorts from a UK clinical psychology training course.

OBJECTIVES: Given the importance of reflective practice within clinical psychology and a lack of empirical research, this study aimed to investigate the personal and professional impact of reflective practice groups (RPGs) for former trainees. DESIGN: This study followed an analytic survey design utilizing a convenience sample of qualified clinical psychologists from a UK training programme. METHODS: A RPG questionnaire (RPGQ) was developed for the purposes of the study. Following initial pilot work, 297 qualified psychologists were invited to complete the RPGQ. RESULTS: One hundred and twenty-four psychologists (42%) completed the RPGQ. Factor analysis yielded two underlying constructs labelled 'value' and 'distress'. The RPGQ demonstrated significant internal and test-retest reliability. The majority rated the RPGs as valuable for personal and professional development and learning about group processes. Just under half however reported distress as a result of the groups. Whilst some trainees, who reported distress, were able to view the challenges positively, one-sixth were not. Potency of facilitation and group size significantly predicted levels of perceived value and distress. CONCLUSIONS: In view of the ethical issues raised by compulsory RPGs, recommendations were made to keep group sizes within an average of 10-13, utilize facilitators with sufficient training in group processes and ensure additional methods of reflective practice development are available. Further suggestions and recommendations for future research in relation to coping and personal learning style were also made.